Lesson 4 : Forum Discussion 2

Course : ESEM 5524 - Management of School Discipline

Group Name : United Force

Group Members :-

1. PREMA A/P VASUDEVAN (MC201012413)

2. GUNASUNDARY A/P MURUGIAH (MC201012404)

3. PUSHPA A/P MURUGIAH (MC201012403)

4. GOPAL A/L N.VEERIAH @ VERAPPAN (MC201012422)

5. JAYALATCUME A/P S.KARUPPANNAN (MC201012408)

Based on what we have learned in this lesson, do you think that we could apply
WSAD to Malaysian schools?

School violence and discipline problems have reached epidemic proportions in many
school districts. In far too many schools, a lack of respect for the authority of the
teachers and other school employees, as well as for the rights of other students, is
undermining the ability of schools to provide students with quality education. Solving
school violence and discipline problems is not easy, but it can be done. It requires a
commitment by administrators to forge a cooperative effort with school employees
aimed at educating students, parents and members of the community about the need
for tough but fair discipline policies (American Federation of Teacher, 2000). A whole
school approach discipline should apply to Malaysian school to solve discipline
problem among learners.

Whole-school improvement process is a whole school approach aims to raise

quality and standards across the entire school. For this approach to be effective,
schools need to identify and address the needs of the school community and engage
in continuous, cyclical process for improvement. Schools that actively use school
planning and school self- evaluation will be in a stronger position to eradicate early
school leaving.
 Misbehaviour may be common among students. In order to prevent the problem
from spreading, school may use a Whole School Approach to launch proactive
measures. In adopting a Whole School Approach, schools identify and agree on the
common concerns of student discipline issues with all parties involved, including the
students, their parents and teachers. With the joint effort of all these people, the
approach guides the formation of school policies and the implementation of
intervention strategies and preventive measures. In view of the intensive involvement
in the above processes, teachers and students will support the school policies and be
committed in the implementation.

A whole-school approach recognise that all aspects of the school community

can impact upon student’s health and well-being and that learning and health are
linked. Healthy school policies are clearly defined documents or in accepted practice
that are designed to promote health and well-being. These policies may regulate which
foods can be served at the school or describe how to prevent or address school
bullying. The policies are part of the school plan. Health services are the local and
regional school health services or schooling-linked services that are responsible for
the students’ health care and health promotion by providing direct student services.
This includes students with special needs. Health services workers can work with the
teachers and specific issues, such as hygienic and sexual education.

Rather than focusing on the behavioural outcome of the learner with discipline
problems, it is more meaningful and responsible to take a view that includes the
intrapsychic and psycho-social (family, school and society-setting) situation of the child
as the causal antecedents of discipline problems into account, and to devise a strategy
addressing learner discipline problems, which does not only encompass these root
causes, but which involves the school, professional counsellor services, and above
all, the teacher in the role of much more than a mere behaviour manager

References
Elias E. Kourkoutas1 Charl C. Wolhuter, 2013, ‘Handling learner discipline problems:
A psycho-social whole school approach’.
https://www.schoolsforhealth.org/concepts/whole-school-approach